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Related Experiment Video

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Making Sense of Listening: The IMAP Test Battery

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Published on: October 11, 2010

Executive functioning in children with specific language impairment.

Lucy A Henry¹, David J Messer, Gilly Nash

¹Department of Psychology, London South Bank University, London, UK. henrylc@lsbu.ac.uk

Journal of Child Psychology and Psychiatry, and Allied Disciplines

|June 15, 2011

Summary

This summary is machine-generated.

Children with specific language impairment (SLI) and low language functioning (LLF) exhibit significant executive functioning (EF) deficits. These challenges persist even after accounting for verbal abilities, highlighting a critical area for intervention.

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Portable Intermodal Preferential Looking (IPL): Investigating Language Comprehension in Typically Developing Toddlers and Young Children with Autism

Portable Intermodal Preferential Looking (IPL): Investigating Language Comprehension in Typically Developing Toddlers and Young Children with Autism

Published on: December 14, 2012

Area of Science:

Developmental Psychology
Neuroscience
Speech-Language Pathology

Background:

Limited evidence suggests specific language impairment (SLI) is linked to executive functioning (EF) difficulties.
This study comprehensively investigates EF in children with SLI, considering age, nonverbal IQ, and verbal ability.

Purpose of the Study:

To investigate executive functioning (EF) in children with specific language impairment (SLI).
To determine if EF deficits in SLI persist after controlling for age, nonverbal IQ, and verbal ability.

Main Methods:

Assessed 10 executive functioning (EF) measures in 160 children (41 SLI, 31 LLF, 88 controls).
Used regression analyses to control for age, nonverbal IQ, and verbal ability.

Main Results:

Children with SLI and LLF performed significantly worse on 6 of 10 EF tasks compared to controls, even after controlling for age and nonverbal IQ.
EF deficits in the SLI group remained significant when verbal IQ was included in analyses, particularly in working memory, fluency, inhibition, and planning.

Conclusions:

Children with language impairments demonstrate significant difficulties across a range of executive functioning (EF) tasks.
These EF challenges are evident even when accounting for children's verbal abilities, suggesting a core deficit associated with language impairment.